Grade 8 Mathematics
Isometric Art Assignment
3-D Geometry / Transformations / Tesselations
Name: _______________________________ Class: ____
Due: April 7
Outcome E2
examine and draw representations of 3-D shapes to determine what is
necessary to produce unique shapes
Outcome E3
draw, describe, and apply transformations of 3-D shapes
Outcome PTS 9.2 (relates to 6.1, 6.2, 6.4, 6.5) explore curriculum concepts under study
using specialized software; measuring, sampling and recording
equipment; and computer-based simulations, with teacher assistance
Resources:
http://en.wikipedia.org - Online dictionary. Find definitions and / or examples on this site to
help you.
http://www.mcescher.com - Maurits Cornelis Escher (1898-1972) is one of the world's most
famous graphic artists.
http://www.tessellations.org - a tutorial on how tessellations are created.
Tessellation Exploration – A computer program found on all computers, in the computer lab.
It is used to make your own tessellations electronically.
Assignment Design:
1. Research the math concepts listed below and answer the questions on the
back of this sheet. Use your textbook or the above websites.
a) Tessellation
d) Reflection
b) Transformation
e) Translation
c) Rotation
f) M.C. Escher
2. Taking your prior knowledge and skill, couple this with what you have learned
to create your own piece of art using tessellation, 3-D imagery, rotation,
reflection, or translation. The art form may be in the form of a poster or a
sculpture or a computer software derived image.
3. Present your art work in class and explain how it was created.
Questions to be answered and handed in with your art form:
1.
Write a ½ page biography of M.C. Escher and include a paragraph on
his use of mathematics in his artwork.
2.
Describe in your own words how to create a tessellation. Examples
would be appropriate here.
3.
Take the image below and do the following on this paper:
a) Reflect it in the x-axis (as the line of reflection)
b) Rotate it 90o counter-clockwise around point “P”
c) Translate it 5 cm to the right and 8 cm down
ºP
_______________________________ x - axis
Centre Consolidated School
3-D Art in Mathematics
Name: ______________________
Teacher: Mr. Butt
Date Submitted: ____________
Criteria
Points
4
3
2
1
Question 1
Biography
A complete response
with a detailed
explanation.
Good solid response
with clear details.
Biography is
unclear or
incomplete.
Misses many key
points. Poor
explanation of math
in art.
Question 2
Tesselation
A complete response
with a detailed
explanation
Question 3
Transformations
Student is quite able to
demonstrate each
transformation in a
clearly defined manner.
Art Form
Clear diagram, sketch,
model, art form with
some detail. Excellent
use of transformational
geometry principles.
Shows complete
Demonstrated
understanding of the
Knowledge
questions, mathematical
(Presentation) ideas, and processes.
Requirements
Goes beyond the
requirements of the
problem.
Tessellation
Good solid response
Misses many key
examples may be
with clear
points / ideas. May
poorly done or
understanding of
not have any
explanation may be
concept
examples
very basic
Transformations
Student has
are not performed
Student has
demonstrated each
to expectation.
attempted the
transformation
Student struggles
activity but was
adequately. May be
with two or more of
unsuccessful.
missing some details.
these concepts.
Inappropriate or
Clear diagram or
unclear art form.
No real effort to
sketch.
Principles of
produce an art form
Transformations are transformation may using mathematical
apparent.
be poorly
principles.
demonstrated.
Shows substantial
Student shows
Student shows a
understanding of the some understanding complete lack of
problem, ideas, and of the principles of understanding for
processes.
3-D geometry.
the math concepts.
Meets the
Hardly meets the Does not meet the
requirements of the requirements of the requirements of the
problem.
problem.
problem.
Total---->
Teacher Comments:
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